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مطالعه نقشه‌های ذهنی یادگیری دانش‌آموزان در مبحث پیوندهای یونی و ترکیبات یونی در شیمی دبیرستان با استفاده از مدل‌سازی معادلات ساختاری | ||
| پژوهش در آموزش شیمی | ||
| مقاله 1، دوره 7، شماره 2 - شماره پیاپی 26، تیر 1404، صفحه 1-25 اصل مقاله (1.09 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.17994.1297 | ||
| نویسندگان | ||
| علیرضا کرمی گزافی* ؛ مهناز دهقانی | ||
| گروه شیمی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: هدف این پژوهش، بررسی مفاهیم تشکیل‌دهنده‌ی مبحث پیوند یونی و ترکیب‌های یونی (شیمی پایه 12) با روش مدل‌سازی معادلات ساختاری در قالب یک نقشه مفهومی است. روش‌ها: این پژوهش بنیادی، توصیفی- همبستگی است. تعداد 208 نفر از دانش‌آموزان شهرستان‌های قم، ورامین و کوهدشت به‌روش نمونه‌گیری در دسترس در این پژوهش شرکت کردند. ابزار پژوهش یک آزمون محقق ساخته 35 سؤالی بود که روایی محتوایی و صوری آن بررسی و پایایی آن با روش ضریب آلفا کرونباخ 934/0 به‌دست آمد. ابتدا با روش تحلیل عامل هفت مفهوم اصلی این مبحث به‌دست آمد. سپس مدل فرضی یا نقشه ذهنی این مفاهیم طراحی شد و با روش تحلیل مسیر تجزیه و تحلیل شد. یافته‌ها: هفت عامل موجود در مدل تجربی نهایی عبارت‌اند از: نام‌گذاری اتم‌ها، یون‌ها و تأثیر آن بر واکنش‌پذیری؛ نام‌گذاری یون‌ها و تغییرات شعاع یونی در جدول تناوبی؛ پیوند یونی و خواص ترکیبات یونی؛ خواص ترکیبات یونی و تعریف انرژی شبکه؛ خواص ترکیبات یونی، تشخیص آنها و عوامل مؤثر بر انرژی شبکه بلور؛ خواص و ویژگی‌های یون‌های چنداتمی و ترکیبات یونی و عامل هفتم فرمول شیمیایی ترکیبات یونی. مقدار برآورد یا ضریب بتا برای روابط مستقیم برای مدل در محدوده 0.163 تا 0.473 به‌دست آمد. برازش مدل با شاخص‌های مختلف مانند RMR، GFI و AIC انجام گرفت که مقدار این شاخص‌ها به‌ترتیب عبارتنداز: 0.032، 0.99 و 53.224. نتیجه‌گیری: این مدل سلسله مراتب مفاهیم و چگونگی ارتباط هر یک از این هفت عامل را نشان‌می‌دهد و این نتایج می‌تواند علاوه بر تدریس دبیران، مورد استفاده مؤلفان کتاب درسی و طراحان آزمون‌های نهایی و سراسری نیز قرار گیرد. | ||
| کلیدواژه‌ها | ||
| پیوند یونی؛ ترکیب یونی؛ نقشه مفهومی؛ شیمی دبیرستان؛ مدل‌سازی معادلات ساختاری؛ آموزش شیمی | ||
| عنوان مقاله [English] | ||
| A Structural equation model of students’ learning mind maps on the topic of ionic bonds and ionic compounds in high school chemistry | ||
| نویسندگان [English] | ||
| Alireza Karami gazafi؛ Mahnaz Dehghani | ||
| Department of chemistry, Faculty of science, Shahid Rajaee Teacher Training University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The present research aims to examine the concepts that constitute the “ionic bonds and ionic compounds” topic in high school chemistry. The relationships between these concepts are discovered using structural equation modeling as a concept map. Methods: This fundamental research is descriptive-correlational, and its statistical population includes all high school students in Qom, Varamin, and Kuhdasht, Iran in the academic year 2014-2015, out of which 208 individuals participated using the convenience sampling method. The tool was a researcher-made exam consisting of 35 four-choice items, the validity of which was assessed using content and face validity, and the Cronbach’s alpha was calculated as 0.934. The data were analyzed using “Factor Analysis” and “Path Analysis of SPSS 21 and AMOS software. Findings: After the factor analysis, 7 factors or concepts were extracted: naming of atoms, ions, and their effect on reactivity; naming of ions and changes in ionic radius in periodic table; ionic bonding and properties of ionic compounds; properties of ionic compounds and the definition of lattice energy; properties of ionic compounds, their identifications, and factors affecting lattice energy; properties and characteristics of polyatomic ions and ionic compounds; and lastly, the chemical formula of ionic compounds. In the final experimental model, the correlation matrix for all direct and indirect relationships were calculated. The beta coefficients for direct relationships were obtained in the range of 0.163 to 0.473. The fitting of the model was evaluated using RMR, GFI, and AIC, obtaining the values of 0.032, 0.99, and 53.244, respectively suggesting that the proposed model is appropriate. Conclusion: The model shows that seven specific concepts are effective in learning this topic. This model indicates which concept directly or indirectly influences the learning of other concepts, and which concept serves as a prerequisite and facilitates understanding other concepts. | ||
| کلیدواژه‌ها [English] | ||
| Ionic compounds, Ionic bond, Concept map, Structural equation modeling, Chemistry education | ||
| مراجع | ||
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